Week One Ruminations

When information comes from a network, it is not always obvious where it came from, who wrote it, or why. This expands what it is to be a successful and responsible reader today. It means that part of reading is asking questions about what you are reading." (David Warlick,Literacy in the New Information Landscape.)

My 5th graders have spent the past week creating projects for a Creative Showcase video conference with another school. I was previewing some of their projects and was startled to find a photo of Ruby Bridges "as she looks today"; the photo is of a woman who is clearly in her eighties, which I am fairly certain Ruby Bridges is not. The students had already left so I tried to retrace their digital steps. It didn't take long. A cursory search of AP Images for "Ruby Bridges" brings up many photos, one of which isRuby Butler, an octagenarian who witnessed a lynching in the 1950's from a bridge.

The ten year olds who are savvy enough to create a movie on Moviemaker using imported photos from AP still need their "old school" digital immigrant teacher to be the guide on the side and remind them that whatever pops up on the screen isn't necessarily fact, and even if it is, it may not be relevant to the task.

We have been talking all year about the dangers of Wikipedia and its often false information, but I need to be more vigilant in monitoring their use of the "safe" and district-endorsed databases, because information, while readily available, must be questioned, not only for its accuracy, but its value to the objective. Because I teach reading comprehension, it is a lesson we include regularly: What is the author's purpose?

As for myself, I have begun to question information that comes from a network more thoroughly. Before committing to a course of action or route to a destination (of both the physical and academic sorts) I have to verify the validity of the information. Yahoo Maps are often exactly that--maps for the yahoos who trust them and have time to spare rerouting. Even Google Maps can have outdated satellite images and provide very convincing but false data. News sources can be biased just like their old yellow journalism print counterparts. Questioning truly is part of being a responsible reader.

Entering the Action Research Arena

Goal: Determine the effectiveness of classroom performance system technology when consistently utilized in instruction. Compare standardized test scores where the technology was and was not utilized.

 

ACTION STEPS	PERSON(S) RESPONSIBLE	TIMELINE	RESOURCES	EVALUATION
Survey teachers interested in utilizing the system	C. Murat	8/17/2010-8/30/2010	Attendance records for introductory training held 7/28/2010	Survey Monkey sent via email
Monitor usage of CPS™ system	C. Murat D. Fish	9/1/2010-5/25/2011	Sign-out sheets/logs	Survey Monkey sent via email; voting via Outlook
Compare Iowa Test of Basic Skills scores (ITBS™)	C. Murat	10/2010	ITBS scores from 2009 and 2010	Analysis of students' individual scores from 2009 to 2010; class comparisons
Compare Texas Assessment of Knowledge and Skills (TAKS) scores	C. Murat	5/26/2011-6/15/2011	Test data from 2009 and 2010	Analysis of students' individual scores from 2009 to 2010; class comparisons
Compile and publish results	C. Murat D. Fish M. Brewster	6/30/2011	School web site, PTA newsletter, blog	Conclusion on effectiveness of CPS™ technology

Getting It Together

We're getting there! The AR project has evolved slightly. The main focus will be determining whether sustained use of a new technology has a measurable impact on student learning. I will focus on Math and Reading scores on the ITBS and TAKS.

I will be sending out a brief questionnaire soon.

But first, a detour: I have to teach a staff development on our first day back!
It's how to incorporate the ELPS into your content area. I have materials and know pretty much what I am going to say. But yikes. The first day back? I need to find a way to incorporate it into my internship portfolio. Certainly going to put it in my Vita.

Full Speed Ahead

1. Foundation: I will track usage of a technology resource in the classroom setting and determine the effectiveness by comparing standardized test scores in two areas:
A) How are individual student scores affected by using the CPS™ system from the previous year?
B) Are test scores in classrooms in which the system is utilized consistently higher than those in which it is not utilized?
2. Analyzing Data: I will compare Iowa Test of Basic Skills scores from 2009 and 2010; I will analyze TAKS scores from 2009 and 2010.
3. Developing Deeper Understanding: It will be necessary to define terms when referring to “consistent usage”. I will also need to consider variables such as student health and attendance when comparing individual scores from the previous year to current results.
4. Engaging in Self-Reflection: Are there other factors which may be affecting the results of the study? Should faculty attendance be considered? Are the tests similar or have there been changes in format? Has the scoring system changed from 2010 to 2011?
5. Exploring Patterns: What emergent patterns exist regarding who is or is not utilizing the technology? Are teachers with 1-5 years experience more or less likely to utilize the technology?
6. Determining Direction: Will the analysis focus on Reading, Math, Science, or a combination? What are the advantages/disadvantages of limiting the direction?
7. Taking Action: If there is noticeable improvement where the technology has been consistently utilized, is this data compelling enough to promote more school wide use? Would improvement lead to more monies being dedicated to procurement of more such devices and training?
8. Sustaining improvement: The technology has existed for more than five years. What factors are needed to promote sustained usage of the tools and will newly-hired staff members have access to training?

The Plan Takes Shape

Jan Schiff Elementary’s PTA is purchasing a class set of the classroom response system, or “CPS” from eInstuction for each grade level. Schools have purchased such technology-based tools in the past with mixed results. The tools, while portable, have been utilized enthusiastically at first, but gradually gather dust on a shelf in a storage closet. The product has undergone an upgrade and has been introduced to a new staff. It is hoped that consistent implementation of CPS use will result in improved student learning. This leads to the action research question:
What percentage of the faculty consistently utilizes the classroom performance system and do the students using it have higher standardized test scores?
The student response pads, or “clickers” are “small, handheld devices that allow students to respond to questions asked verbally, on paper or on screen” and enable teachers to instantly assess comprehension. eInstruction makes the claim that the product is the most widely used student response system in education, and can be found in over 100,000 classrooms from K-12 and higher education classes. Other than anecdotal summaries, there does not seem to be hard data regarding the impact of the product on standardized test scores.

Week Two Realizations

My principal has weighed in on my three possible topics, and she would like for me to pursue choice #2: How does the new eInstruction technology improve reading instruction? What is the percentage of teacher buy-in?
Stay tuned for these and other "wonderings". There is a not-actually-mandatory teacher meeting on Wednesday at 11:30, and I am "wondering" how many teachers will actually show up. So many teachers don't, won't, or can't check their school email, so it will be interesting. While I am there, I plan to nab one of my new NEO2 keyboards so I can start fiddling with it and learn all its intricacies.

Moving Along

I have had to identify three possible topics for research. This is what I have so far:


1) I would like to chart the effectiveness of our bullying policy in its 2nd year at my school. I'd track the number of incidents documented and determine if the number is decreasing from the previous year. I would utilize anecdotal information from teachers and students. This would determine the impact of the policy and give insight that could lead to improving the policy.

2) My school is about to purchase eInstruction's classroom performance system (CPS or "clickers"). I recently received a grant for the NEO2 wireless keyboards. I want to see how these two technologies can be used together and I would track how many other teachers utilize this technology and the impact on reading and writing scores.

3) I would like to know how absenteeism and tardies correlate to student progress. Are students with above average absence/tardy rates scoring at or below average?